Part B: Project Plan Draft

UNIT PLAN PROFORMA

NAME: Lauren B TIME: Equivalent to 9 DATE: April - May 2020

hours

Big idea - Zoo animals whilst

incorporating Media Arts, Visual
ACTIVITY: Arts, Music and Dance CLASS / YEAR Kindergarten (4-5 years old)

- Media arts
- Visual arts
Links to - Dance
Curriculum - Music
areas - Science
CONTEXT

The children are 4-5 years of age and are in Kindergarten. The Kindergarten is located in the North-Eastern suburbs and has 22 children in
each session with 2 teachers, 1 early childhood educator and an SSO. There is one boy who has English as his second language and he
speaks very little English. The SSO works one on one with this child and supports him to participate in learning experiences. There is another
child who is on the spectrum and he will occasionally have meltdowns/sensory overload during transition times. There are a range of different
cultural backgrounds which include Chinese, African and Thailand. These families speak a mixture of English and their first language at
home. These children have a good grasp on the English language and are able to take part in learning experiences with ease.

Overview Statement for the Unit

It is crucial for children to receive quality arts education in order to be successful in the arts; visual art, media art, music, drama and dance
(Bamford 2006, p. 85). In this unit the children will explore a range of arts in order to further develop their art abilities. This unit will have a
focus on zoo animals as this is a topic the kindergarten children have been interested in exploring since having an excursion to the zoo.
Children will explore visual and media arts through creating a picture of an animal and identifying the appropriate habitat for the chosen
animal. Similarly, children will use music through exploring different sounds that zoo animals make. Furthermore, they will participate in a
dance lesson that explores the movement that zoo animals make, encouraging children to consider the way they can express a particular
animal. These quality activities and arts programmes encourage children to be creative and informed, which is vital for developing knowledge
of the arts (Bamford 2006, p. 101).

General Outcomes for the Unit

Learning Outcomes:

Children will become more knowledgeable about animals in relation to sounds, movement and visuals.
Children will be able to transfer what they have learned from one context to another.

VISUAL ARTS -

● Children will be able to effectively navigate green screen technology

● Children will be able to recognise and draw the physical characteristics of their chosen animal.
● Children will understand that different animals live in different habitats.

MUSIC -

● Children will be able to explore and experiment using instruments to make different sounds that they feel are associated with zoo
animals.
● The children will musically expressive and create zoo animal noises using instruments and they will be able to hear and identify sound
patterns.

DANCE -

● Children will explore and experiment with dynamic elements in their movements as a means of communicating their ideas (animals) to
the audience.
● The children will demonstrate their understanding of the physical characteristics of zoo animals conducted through their own
observations.

Content Descriptions General Capabilities Cross-Curricular

Priorities
EYLF: ● Critical and Creative
Thinking ● Sustainability
Learning Outcome 4 - Children are confident and involved learners ● Information and
Communication
4.1 - Children develop dispositions for learning such as curiosity,
cooperation, confidence, creativity, commitment, enthusiasm, persistence,
Technology (ICT)
imagination and reflexivity. Capability
4.2 - Children develop a range of skills and processes such as problem ● Personal and Social
solving, inquiry, experimentation, hypothesising, researching and Capability
investigating
4.3 - Children transfer and adapt what they have learned from one context to
another

Learning Outcome 5 - Children are effective communicators

5.1 - Children interact verbally and non-verbally with others for a range of
purposes.
5.3 - Children express ideas and make meaning using a range of media.

AUSTRALIAN CURRICULUM:

Use media technologies to capture and edit images, sounds and text for a
purpose (ACAMAM055).

Use and experiment with different materials, techniques, technologies and

processes to make artworks (ACAVAM107).

Share observations and ideas (ACSIS012).

Sing and play instruments to improvise, practise a repertoire of chants,

songs and rhymes, including songs used by cultural groups in the
community (ACAMUM081).

Present dance that communicates ideas to an audience, including dance

used by cultural groups in the community (ACADAM003).

Evaluation of the Outcomes

Assessment Methods:

The Bryant and Gallen reading offers some useful assessment ideas and therefore has given us insight into potential assessment types for
our unit. Evaluations of whether children have achieved learning outcomes will predominantly be done through general observation. This is
due to the lessons being performed in the early childhood setting of a kindergarten. Using developmentally and age appropriate forms of
assessment is crucial (Bryant & Gallen 2003, p. 206). Similarly, children will be assessed through their ability to respond to questioning and
discussion with the educator. Documentation will also be used as a strategy to assess learning outcomes. This will be done through taking
photographs, having conversations with children, collecting children’s work, and assessing social outcomes. Documentation is vital as it
enables educators to form meaningful evidence of each child’s learning (Bryant & Gallen 2003, p. 195). Educators will be able to assess
whether a child has met the learning outcomes by identifying if the child understood the task properly and ultimately produced a satisfactory
outcome.
Lesson Learning Activity Teaching Strategy Resources Assessment
Sequence Outcomes needed

Lesson 1 Children will VISUAL ARTS Educators will Ipads or tablets Photos for
understand that prompt children’s documentation
different animals Children will have a whole group thinking by asking Chroma Key or
live in different discussion about their excursion to open questions Chroma Effect Asking children
habitats. the Zoo, discussing the different and documenting (already questions and
habitats and animals they saw. their voice and downloaded) recording
Children will be understanding. responses
able to effectively The children will also use the iPad Textas, Paint,
navigate green as a group to revisit the green Using the five chalk, pencils, General
screen technology. screen app in relation to different learning crayons observations
backgrounds, ensuring they are styles.
Children will be able to use the technology. Paper Collecting and
able to recognise Visual, Auditory and assessing final
and draw the This activity will be set up in a Kinesthetic (VAK) Printed pictures of product and
physical room/area specifically set up for this animals and habitat children's ability
characteristics of greenscreen activity that can be Differentiation to draw animal
their chosen done in group rotations. This is in Books of Zoo and place in
animal. order to allow for enough resources, Whole group and animals for suitable habitat
as well as enabling children to have small group reference
Australian more support. discussion Brian
Curriculum: Wildsmith ;
Children will begin by drawing their Wild Animal
Use media animal individually. They will do this illustrations
technologies to by using their choice of resource
capture and edit that best portrays their chosen Printer
 animal (textas, pencils, paint,
images, sounds crayons etc). To assist the children,
and text for a prompts of pictures of zoo animals
purpose taken on their excursion will be
(ACAMAM055). available. Children will discuss their
choices and thought processes with
Use and peers and educators about the
experiment with colours they used and what they
different materials, think the texture of their animal
techniques, would feel like.
technologies and
processes to make Habitat pictures will be placed on a
artworks table for children to choose for
(ACAVAM107). which one suits their animal.
Share
The child will then use the green
observations and
screen app (Chroma Effect) to
ideas (ACSIS012).
place their animal into that habitat
EYLF to form a picture.

Outcomes 4.1, When children have finished they

4.2, 4.3 & 5.1 will share with peers and discuss
their reasonings for their choices
about habitat and physical
characteristics.

Children’s pictures will be printed

and they will have a photo taken
with their final product.

Lesson 2
MUSIC
Children will be Open ended Musical Photos and
able to explore and - ‘Music Exploration Studio’ set up questioning instruments - videos taken of
experiment using for small groups to explore zoo egg shakers x2, children
instruments to animal sounds and create their own Visual and audio hand bells x2, Children’s voice
make different sounds with instruments. prompts (pictures, keyboard, small captured
sounds that they videos) bongo drums x2,
feel are associated - Prompts provided for children xylophone, Group learning
with zoo animals. include - videos of animals making Small group work tambourine x2 stories
sounds from zoo excursion (lions,
The children will tigers, elephants, birds, snakes, Children learning ‘Roar at the Zoo’
musically monkeys), iPad for Google through play (Discovery Zoo
expressive and searches of animal noises, ‘Roar at 2012)
create zoo animal the Zoo’ (Discovery Zoo 2012) book Hands on learning
noises using for children to look at pictures and Pictures printed
Documenting from the zoo
instruments and photographs taken of animals from
children’s voice
they will be able to excursion.
hear and identify Videos on
SSO to assist camera
sound patterns. - Teachers will encourage children
child with English
to practice saying the animal
as second iPad
sounds out loud and then explore
language
Australian creating that sound through
Curriculum instruments.

Sing and play - Children will explore using the

instruments to instruments to make animal sounds.
improvise, practise For example – a child may choose
a repertoire of to create a lion sound using the
chants, songs and keyboard and then move onto
rhymes, including experimenting with a bongo drum
songs used by and identify differences between the
cultural groups in sounds patterns.
the community
- Teachers will ask children open
(ACAMUM081) ended questions such as ‘Tell me
why you chose that sound to
EYLF represent a lion?’ to understand
their thinking and provoke
Outcome 5.3 conversations around the sound
 patterns and beat they have used.

- Teachers will take videos and

photos of children making their
sounds and they will document their
conversations and child’s voice.

Lesson 3 In the activity the DANCE Whole group Access to a The teacher will
children will discussion projector and observe the
express their The teacher will start the activity sound system children during
understanding and with a whole group discussion The whole group the activity
ideas on the utilising the photos and videos that discussion allows Camille Saint- focusing on the
physical the children took during the Zoo the children to Saëns The dynamics of their
characteristics of excursion. In the discussion the highlight their ideas Carnival Of movements.
animals utilising children will brainstorm descriptive and understanding Animals
contrasting words to highlight how different on the physical How the children
dynamics in their animals stand and move. characteristics of https://www.youtub are effectively able
movements. The animals. e.com/watch? to adapt their
children will The teacher will show a video of the Furthermore this v=rE4CATvZ188&li dynamic
engage their lions at the zoo to the children whole group st=PL5EDDC3CD0 movements
imagination and giving them the opportunity to move discussion allows 593C9E0 between the
creativity as they around the area impersonating the the children to robust, muscled
lions on the screen. After the develop their Streamers Lion and the
interpret dance
movements using children have had the opportunity to vocabulary in delicate birds for
move around the space the teacher Spare material
their knowledge regards to the example.
gained in their will have them return to the screen frequency of Tissue Boxes
observations and play a snipet of Saint-Saëns movements (for Photos and
conducted during ‘Carnival of Animals’ example: the lion Toilet Rolls videos taken of
the Zoo excursion. (https://www.youtube.com/watch? walks powerfully children
v=rE4CATvZ188&list=PL5EDDC3C while birds move Significant room for
Australian D0593C9E0&index=1). As the more quietly). movement
Curriculum music is playing the teacher will
have the children close their eyes Movement without
Present dance that and imagine that they are a Lions music
communicates moving to the music. After the
ideas to an children have listened to the snipet By having the
audience, including the teacher will allow them to dance children practice
dance used by around the room moving like a Lion their movements
cultural groups in to the music. before the music is
the community added allows the
(ACADAM003) The teacher will play the music clip children to develop
a couple of times allowing the their confidence. It
EYLF children to try a range of further allows the
movements. After the first time the children to observe
Outcome 4.1 teacher will discuss the movements each other as they
the children made and why they move building off of
chose those particular motions, each others ideas
having children come to the front of during the
the group to demonstrate their discussion before
manoeuvres. the music is added.

**The children will be able to access Independent

the materials (streamers, spare dancing
material, tissue boxes, toilet rolls) movements
gathered by the teacher throughout
their dances at their own choice. By allowing the
students to observe
The teacher will repeat the process the animals from
with other animals that they their videos of the
observed during the excursion. excursion the
children are able to
Kangaroos – interpret the
https://www.youtube.com/watch? physical
v=8gjNhJ7l7Mk&list=PL5EDDC3CD movements through
0593C9E0&index=6 their own
understanding and
Birds – observation, rather
https://www.youtube.com/watch? than the teacher
v=cXEy_UfSgCU&list=PL5EDDC3C demonstrating the
D0593C9E0&index=13 movements for the
children.
Giraffee -
https://www.youtube.com/watch? Having materials
v=f1nVDoCnsNk&list=PL5EDDC3C for children to use
D0593C9E0&index=5
Through having the
After the children have had the materials readily
opportunity to explore a range of available the
different animal movements the teacher can
teacher will allow them to choose facilitate the
their favourite animal and work children’s
together in small groups to create a imagination at their
performance. In these small groups own pace.
the children will build their
performance, utilising the materials Small group work
available to make their motions
come to life. At the end of each By having the
performance the children will tell the children work in
audience what kind of dynamics small groups the
they used in their movements in teacher facilitates
order to express their chosen the children’s
animal. social
development and
confidence.
Furthermore, it
allows for children
who may be too
shy to participate
in larger group
discussions to
participate more
confidently.
 Reference List
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018, F-10 Curriculum, The Arts - Music, Foundation to Year 10 Curriculum, v8.3,
Australian Curriculum, Assessment and Reporting Authority, viewed 21 April 2020, <https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/music/>.

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018, F-10 Curriculum, The Arts - Dance, Foundation to Year 10 Curriculum, v8.3,
Australian Curriculum, Assessment and Reporting Authority, viewed 21 April 2020, <https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/dance/>.

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018, F-10 Curriculum, The Arts - Media Arts, Foundation to Year 10 Curriculum, v8.3,
Australian Curriculum, Assessment and Reporting Authority, viewed 14 April 2020, <https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/media-
arts/>.

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018, F-10 Curriculum, The Arts - Visual Arts, Foundation to Year 10 Curriculum, v8.3,
Australian Curriculum, Assessment and Reporting Authority, viewed 14 April 2020, <https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/visual-
arts/>.

Bamford, A 2006, ‘Goals and indications of quality in art-rich education’, in Wow factor: global research compendium on the impact of the arts in education,
2nd edn, Waxmann, Münster, Germany, pp. 85–101.

Bryant, L & Gallen, S 2003, ‘Pedagogical documentation in the arts’, in Children, meaning-making and the arts, Pearson Education, Frenchs Forest, N.S.W.,
pp. 193–213.

Daria, Singer 2010, Carnival of Animals, video, YouTube, 25 August, viewed 21 April 2020, <https://www.youtube.com/watch?
v=rE4CATvZ188&list=PL5EDDC3CD0593C9E0&index=1>

Dinham, J; Chalk, B 2018, It’s Arts Play: young children belonging, being and becoming through the arts, Oxford University Press, Victoria

Discovery Zoo 2012, Roar at the zoo sound book, Parragon Books, Victoria, Australia.

Ebbeck, F; Ebbeck, M; Wan Kam, S 2010, Reggio Emilia in Practice: an approach to creativity in early childhood education¸ Kendy Publishing,

Nikoltsos, C, ‘The Art of Teaching Art in Early Childhood Education’, ERIC,

Rusanen, S, Pusa, T and Maenpaa, S 2015, ‘Visual Arts Education and the Diverse Professional Identities of Kindergarten Teachers’, The European Journal
of Social and Behavioural Sciences , vol.12, pp.1675-1683
The Council of Australian Governments 2009, Belonging, being & becoming, Early Years Learning Framework (EYLF), viewed 21 April 2020,
<http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-
Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia>.